Developing Guidelines for Evaluating the Adaptation of Accessible Web-Based Learning Materials L Sis (SNA) in Onlinecourses

International Review of Research in Open and Distributed Learning Volume 17, Number 4 June– 2016 Developing Guidelines for Evaluating the Adaptation of Accessible Web-Based Learning Materials l sis (SNA) in OnlineCourses Marko Radovan and Mojca Perdih University of Ljubljana Abstract E-learning is a rapidly developing form of education. One of the key characteristics of e-learning is flexibility, which enables easier access to knowledge for everyone. Information and communications technology (ICT), which is e-learning’s main component, enables alternative means of accessing the web- based learning materials that comprise the content of e-learning. However, these materials can help provide a good educational experience only if they are designed carefully, which is especially true for people that have difficulties with learning from text or those with other learning disabilities (e.g., dyslexia). The main obstacle to learning for such people is usually posed by the form in which web-based learning materials are provided. Using guidelines from relevant literature, this article provides a checklist that assesses the degree to which web-based learning materials take account of the needs of people with disabilities, especially those with dyslexia. The article focuses more on the technical aspects of web-based learning materials, as they are a crucial factor that can influence the accessibility of web-based learning materials. Keywords: e-learning, web-based learning materials, learning disabilities, dyslexia Developing Guidelines for Evaluating the Adaptation of Accessible Web-Based Learning Materials Radovan and Perdih Introduction Contemporary society perceives knowledge as both a source and a factor of a good quality of life. In the new social and technological circumstances, traditional educational concepts, and methods no longer suffice because they cannot cope with the increasing growth of knowledge. Each individual should have the opportunity to learn throughout his/her life. Hence, traditional educational systems should become more open and flexible and should be adapted to individual learning objectives, needs, and interests. E-learning can play a significant role in this regard because it supports new perspectives and possibilities of acquiring and creating knowledge (Allen & Seaman, 2014; Fee, 2009; Simonson, Smaldino, Albright, & Zvacek, 2012). One of its key characteristics is flexibility, which enables easier access to information for everyone (Brown & Voltz, 2005; Sangrà, Vlachopoulos, & Cabrera, 2012). Information and communications technology (ICT), which is e-learning’s main component, enables alternative means of accessing the web-based learning materials that comprise the content of e-learning. If the materials are designed appropriately and allow for adaptation to individual needs, they can enable all types of learners, including those with dyslexia, to gain easier access to higher-quality educational content. Learning Disabilities and Web-Based Learning Materials According to the International Dyslexia Association (n.d.), 15–20% of the global population has a language- based learning disability; among the students with specific learning disabilities, 70–80% have deficits in reading. Dyslexia is the most common cause of reading, writing, and spelling difficulties. There are a variety of definitions for dyslexia, which causes considerable confusion regarding how to identify it. Consequently, there is no unambiguous answer to the question of what dyslexia actually is (Camp & Aldridge, 2007). However, the majority of definitions agree it is a difficulty related to reading, which also affects writing and spelling, and that the skills in these areas are below expectations with respect to the individual’s age and intelligence (Doyle, 2002; McCarthy & Swierenga, 2010). Definitions vary mainly in how authors perceive dyslexia. Some authors emphasize its neurological factors, while others focus on educational characteristics or stress cognitive factors. Therefore, it is always important to take context into account when defining dyslexia, which will subsequently enable us to find the most suitable adaptations for the individual’s learning (Reid, 2009). The common ground all the theories share is the view of dyslexia as a developmental phenomenon that affects the individual for life, the main characteristic of which is difficulties in acquiring literacy skills. It is also important to note that there are numerous causes for dyslexia, including hereditary ones. According to Fitzgibbon and O’Connor (2002), the difficulties that are common to most adult dyslexics can be divided into the following three categories: difficulties with memory, difficulties with communication, and difficulties with organization and self-management. Bartlett, Moody, and Kindersley,. (2010) provide a more precise set of characteristics of a dyslexic person, listing difficulties in the areas of phonological skills, short-term memory, visuo-spatial skills, and sequencing (Bartlett, Moody, & Kindersley, 2010). When considering dyslexia, it is important to keep in mind that it may appear differently in each person, making it an “individual” difficulty, and that it may occur at different levels and in different combinations. Dyslexia does not depend on the individual’s level of intelligence, effort, or socioeconomic circumstances. The most popular myths about dyslexia claim that it is a result of poor parenting, lack of educational opportunities, poor teaching, environmental factors, visual or hearing problems, or lack of motivation (Rief 167 Developing Guidelines for Evaluating the Adaptation of Accessible Web-Based Learning Materials Radovan and Perdih & Stern, 2010). Dyslexia is often referred to as a “hidden disability” because it cannot always be noticed immediately since the individual can conceal it successfully for a long time. It is only noticed when such an individual faces a situation that requires her/him to demonstrate literacy skills or to process specific types of information (Reid, 2005). Assistance and Adaptations of Web-Based Learning Materials for Learners with Dyslexia It is especially important to be aware that the consequences of dyslexia are not compatible with the usual teaching methods. When addressing their various language-based learning disabilities, specific treatment, ICT, and specific teaching adaptations (e.g., methods, techniques) can be very effective. Here, the manner of preparing learning materials is of great importance. Rief and Stern (2010) claim that everybody can learn if only educators adapt instruction and educational materials. Educators should be able to take account of various learning needs and possess additional knowledge and skills concerning laws and principles that they can adapt for people with learning disabilities. While ICT can be of great help to people with dyslexia or other language-based learning disabilities, it cannot completely replace structured teaching and learning. This is also due to the constant appearance of new technologies that are ceaselessly changing. Such ICT is changing both the educational process and the educational content. This is true not only of how the content is taught; ICT is providing learners with a mass of resources that are no longer solely passive since they include other media and interactive forms. For people with dyslexia, assistive technology can indicate a move toward independent learning. It is important for such learners to know their weak and strong learning points well; how assistive technology can help them regarding their learning needs; and how using the technology can help them in developing learning independence. Assistive technology is understood as equipment and software that are used to maintain or improve the functional capabilities of a person with a disability (Doyle, 2002), examples of which include mp3 players, dictaphones, tablets, and PCs. Guidelines for Developing Web-Based Learning Materials The wide variety of materials available on the market includes self-study CDs, online courses, and countless study notes that are accessible online. It is vital for these materials to be prepared in an effective and organized manner and presented suitably in order to enable users to acquire, understand, and process information as easily as possible. This is even more critical if users include people with dyslexia. There were some attempts to develop comprehensive guidelines for creating websites or web-based learning materials for dyslexic and other print-disabled persons (e.g., Cooper, 2006; Evett & Brown, 2005; Phipps & Kelly, 2006; Smythe & Draffan, 2005). The main proponent of accessibilities standards is the World Wide Web Consortium (W3C). W3C (2008) developed a set of accessibility guidelines to improve the accessibility of the web content for people with disabilities. These guidelines, which were published under the Web Accessibility Initiative (WAI), are among the most complete resources for making all web content, tools, and agents more accessible. Phipps and Kelly (2006) stressed that the WAI's approach has some limitations. While they acknowledged the importance of the WAI's impact in raising awareness of web accessibility with their guidelines, they concluded that while these guidelines have a very important role to 168 Developing Guidelines for Evaluating the Adaptation of Accessible Web-Based Learning Materials Radovan and Perdih play in the creation of more generic web-based materials, it is difficult to relate the same approach

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